On Teaching and Learning We all have distinct ideas about how learning happens and what we expect from our time in the classroom. For many of us, the high school years have shaped our expectations about college and about what should and could go on in the classroom. The model I learned there was that the student, who knew very little, was to absorb the wise and truthful words of the all-knowing teacher without any opportunity to question or make a contribution. My thoughts about how learning happens best have changed greatly since then. Here are some of the ideas that shape my work in the classroom.
* Every student brings something valuable to learning in the classroom. I don’t believe that students are empty vessels that learn only when teachers fill you up with what we decide is important. That seems more like bowing to authority and adopting someone else’s ideas. On the contrary, students come to the classroom with all kinds of valuable ideas, questions and experiences about the subject that should inform and direct learning in the classroom. Your ideas are central to this course and a big part of our classroom time will be spent listening to and sharing your ideas and responses to the material.
* We learn by collaboration. We will work on getting to know one another so that we can comfortably share our ideas, questions and problems with the texts and assist each other.
* Part of learning is figuring out what the material means to us and how we can use it or understand it for ourselves and for our own lives. We will approach new ideas and concepts not with the idea of accepting or memorizing them but with a critical eye that involves questioning, rejecting, reformulating. We will do some reading and writing about these ideas and then adapt them for our own use - as historians, as writers, as readers, as people interested in understanding the world around us.
* My classroom practices may introduce some uncertainty into the learning process for many of you. I welcome any and all questions at any point – before, after and during class – about expectations, assignments, practices as well as content.
* Historians love to argue, debate and disagree with other historians. We love a good fight about different interpretations of the past. History, in short, is about interpretation. Historians do just what you will be doing this semester – they read documents, letters, and essays and try to figure out what they mean. In short, historians exist in a culture of interpretation and argument. This semester you will live in this culture too. You will learn to identify conflicting arguments and interpretations in the writings of others historians. Better still, you will be developing a series of arguments of your own based on your reading of the evidence.
Course Objective This course introduces students to the concerns and practices of historical methods. We will spend the semester focusing on the ‘how to’ of being a historian; the kind of history we want to learn and teach, the tools of inquiry, the nature and use of sources and evidence, evaluation of evidence, interpretation, historical context and, finally, research, organization, outlines, and historical writing. Consider yourself apprentice historians.
How this will work Each class session will focus on a particular problem or problems related to historical methods and inquiry with readings, short writing assignments, and class discussion geared to that topic. The class will be conducted as a workshop with all students participating in the work of the class and in discussions. Workshops are dependent on the attendance, preparation and active involvement of each member of the class. If you attend class but are not prepared and do not participate, you will not be an asset to your peers and you will not pass the course.
* Attendance is the first must; three missed classes will result in a reduced grade. * Preparedness is key in a course like this – this means having read the assigned material and coming to class armed with short notes on the reading or the issue under discussion, including all the problems and questions you may have. * Active involvement means participating and helping to shape the direction of discussions to fit your needs and those of your colleagues and interacting in constructive, respectful and supportive ways.
Focus It is not possible to learn the skills of an historian - analysis, critical thinking about historical writing, interpretation or research - without a subject. Our topical focus for this semester is the 1929 Depression and the New Deal, a topic large and varied enough for everyone to locate a compelling research problem. This common focus will also make it easier for you to collaborate with one another in topic selection, research and in writing.
Texts The texts for this course are Adams Library, other institutions that house primary and archival sources and Kate Turabian’s A Manual for Writers and Paul Buhle’s FDR and the New Deal for Beginners. There will be many short readings throughout the semester and most will be available electronically through Course Reserves at the Adams Library web page. Also check the wiki for assignments and readings - http://apprenticehistorians.wikispaces.com/
Requirements. Read all materials carefully, especially those that may not be clear to you, prepare ‘talking points’ on many readings, and actively participate in class discussions. Regular writing assignments will include talking points on the readings, short analysis of sources, outlines, a short (practice) historical essay on primary source material, library assignments, 4 or 5 research progress reports and an annotated bibliography. Create your own personal blog on blogspot.com. You will use this to respond to a question about the class every week {by Sunday noon every week}. The blogs will be open to all students in the class and you will also use this as a place to post comments, ideas and questions about our journey. Maintain, and bring to class, a folder of all your assignments, reports, reflections, talking points, notes on readings. Maintain a separate notebook that will serve as your research log for the primary research project. I will be collecting this regularly once we get started on that project and it will be evaluated as part of your final grade. The final project, which will proceed in increments throughout the semester, is a primary research paper of 14 double-spaced typed pages. This assignment will be the culmination of the skills, methods, and tools of historical inquiry that you acquire during the semester. Please note that evaluation of this final assignment, and your work for the course as a whole, turns on the quality of the final paper as well as the staged assignments that are due throughout the semester. It is extremely important to complete these in a timely fashion as each new process depends on mastering or becoming comfortable with the previous set of skills and problems.
Talking Points. This is not a busy work assignment but one designed to teach you how to prepare for class each week, and to help you come prepared to participate confidently in our discussions. Further, this is not designed to improve your writing skills, but to improve your thinking skills. Please follow the format below. We will be modeling this format in our class discussions during the semester, so after a few weeks the concept of seeking an argument will be easier.
Your name Name of author Subject or topic:What is this piece about? This can be a sentence or a list of topics, concepts, themes. Authors Argument: 1-2 sentences — what is this author’s position on the topic? Be specific. “Oates argues that…” Note that even where there isn’t a thesis the focus and material itself often reveals the author’s position. Notes: Use the rest of the page to pull out the issues raised in the article and to respond to them. These are not random selections but what the author considers important. It can be a bulleted list, or full sentences. Include any quotes that you found particularly interesting or confusing. What do YOU think about the issues raised in this text? How does this text connect to other texts or issues we have covered? How does it challenge or add to your previous ideas about this? Points to raise in class: To prepare for class discussions, include at least one significant question or comment to share in class. I WILL NOT ACCEPT ANY LATE TALKING POINTS—if you are absent, you forfeit the assignment.Talking Points are assessed based on your efforts to articulate your understanding and confusions (3- ,3,3+). || 1 point
Exceptional thought and effort; Indicates careful reading practices and reflects your struggle to make sense of the readings in relation to the course themes and concepts. Includes evidence of your own thought process and connections to other texts
.5 points
Moderate thought and effort; Reflects general engagement with the text. Little evidence of your own thought process, and few if any connections to other texts.
0—.25 points
Very little thought or effort. General notes without any reflection. Notes seem disconnected from any personal thought process, and disconnected from other course themes and texts
Assessment
Short assignments & ‘talking points’ 15% First primary research paper 15% Participation 20% Final project (biblio, outline, first draft, revised paper, research log, notes) 35% Mid term examination 15% [Note: A minimum course grade of C is required for students in the History/Social Studies Sec Ed. or El Ed. Programs.]
Class Participation This part of your grade is based on the quality of your contributions to discussion and the caliber of your engagement in class activities. The following describes the expectations.
A You come to class prepared to discuss the materials, having read all the assigned readings, sometimes more than once, in order to understand the main thesis and arguments of the author. You energetically participate in class activities and share what you have learned from the readings as well as the problems or questions that they have raised for you. You frequently volunteer thoughtful and relevant ideas, respond during discussion and/or ask valuable questions during each class meeting. You are respectful of others and their ideas and make a concerted effort to improve the learning of all. B You come to class prepared, having read most or all of the assigned materials for thesis and arguments. You occasionally volunteer information, respond during discussion, and/or ask questions during most or every class meeting. You participate in class activities and occasionally volunteer to share what you have learned from the readings as well as the problems they have raised for you. You personally respect others and make a concerted effort to improve the learning of some. C You generally have read at least some, maybe most, of the assigned readings for class, although you do not offer much discussion about it. You may occasionally make a comment, ask a question, or respond during discussion. You participate in class activities and make an effort to improve your own learning. D When you are present, you may occasionally make a comment, ask a question, or respond during discussion. You participate in class activities but show little effort in improving and neglect the learning experience of others. F You are physically present. You rarely or never contribute to discussion. Your participation in class activities shows a lack of interest in the class and your peers.
Plagiarism Any attempt to present someone else’s work as one’s own, on examinations, precis’, or essays constitutes plagiarism. In the academic world this is a high crime, analogous to theft, swindling and fraud. There are various forms of plagiarism of which the most common are word-for-word, patchwork, and unacknowledged paraphrase. Students found guilty of academic misconduct are subject to disciplinary sanctions and an F in the course. For more on plagiarism see http://www.ric.edu/adamslibrary/resources/faculty_resources/studenthandbk.html
Accommodations If you have any special needs or problems such as learning disabilities or physical impairments that may interfere with your ability to learn and to succeed in this course, please talk to me and we can arrange reasonable accommodations.
Learning Outcomes Upon successful completion of this course, students will know and be able to meet the following History Department Learning Outcomes and Professional Standards: History Dept. Learning Outcomes, 1-9, Rhode Island Beginning Teacher Standards 1.1 - 1.3, 2.1 - 2.7, 8.1 - 8.2, 10.1 - 10.4; and National Council for the Social Studies Standards 1.1 - 1.9, 2.1.1 – 2.1.8. Students must submit the final course writing assignment as part of their portfolio.
Gaige 302/ 456-9723 mvalletta_1611@email.ric.edu
Office Hours: 9-10, 12-1, MW Office Hours 1-3:30 TW
lschuster@ric.edu
History 200: The Nature of Historical Inquiry
http://apprenticehistorians.wikispaces.com/
http://apprenticehistorians11.blogspot.com/On Teaching and Learning
We all have distinct ideas about how learning happens and what we expect from our time in the classroom. For many of us, the high school years have shaped our expectations about college and about what should and could go on in the classroom. The model I learned there was that the student, who knew very little, was to absorb the wise and truthful words of the all-knowing teacher without any opportunity to question or make a contribution. My thoughts about how learning happens best have changed greatly since then. Here are some of the ideas that shape my work in the classroom.
* Every student brings something valuable to learning in the classroom. I don’t believe that students are empty vessels that learn only when teachers fill you up with what we decide is important. That seems more like bowing to authority and adopting someone else’s ideas. On the contrary, students come to the classroom with all kinds of valuable ideas, questions and experiences about the subject that should inform and direct learning in the classroom. Your ideas are central to this course and a big part of our classroom time will be spent listening to and sharing your ideas and responses to the material.
* We learn by collaboration. We will work on getting to know one another so that we can comfortably share our ideas, questions and problems with the texts and assist each other.
* Part of learning is figuring out what the material means to us and how we can use it or understand it for ourselves and for our own lives. We will approach new ideas and concepts not with the idea of accepting or memorizing them but with a critical eye that involves questioning, rejecting, reformulating. We will do some reading and writing about these ideas and then adapt them for our own use - as historians, as writers, as readers, as people interested in understanding the world around us.
* My classroom practices may introduce some uncertainty into the learning process for many of you. I welcome any and all questions at any point – before, after and during class – about expectations, assignments, practices as well as content.
* Historians love to argue, debate and disagree with other historians. We love a good fight about different interpretations of the past. History, in short, is about interpretation. Historians do just what you will be doing this semester – they read documents, letters, and essays and try to figure out what they mean. In short, historians exist in a culture of interpretation and argument. This semester you will live in this culture too. You will learn to identify conflicting arguments and interpretations in the writings of others historians. Better still, you will be developing a series of arguments of your own based on your reading of the evidence.
Course Objective
This course introduces students to the concerns and practices of historical methods. We will spend the semester focusing on the ‘how to’ of being a historian; the kind of history we want to learn and teach, the tools of inquiry, the nature and use of sources and evidence, evaluation of evidence, interpretation, historical context and, finally, research, organization, outlines, and historical writing. Consider yourself apprentice historians.
How this will work
Each class session will focus on a particular problem or problems related to historical methods and inquiry with readings, short writing assignments, and class discussion geared to that topic. The class will be conducted as a workshop with all students participating in the work of the class and in discussions. Workshops are dependent on the attendance, preparation and active involvement of each member of the class. If you attend class but are not prepared and do not participate, you will not be an asset to your peers and you will not pass the course.
* Attendance is the first must; three missed classes will result in a reduced grade.
* Preparedness is key in a course like this – this means having read the assigned material and coming to class armed with short notes on the reading or the issue under discussion, including all the problems and questions you may have.
* Active involvement means participating and helping to shape the direction of discussions to fit your needs and those of your colleagues and interacting in constructive, respectful and supportive ways.
Focus It is not possible to learn the skills of an historian - analysis, critical thinking about historical writing, interpretation or research - without a subject. Our topical focus for this semester is the 1929 Depression and the New Deal, a topic large and varied enough for everyone to locate a compelling research problem. This common focus will also make it easier for you to collaborate with one another in topic selection, research and in writing.
Texts The texts for this course are Adams Library, other institutions that house primary and archival sources and Kate Turabian’s A Manual for Writers and Paul Buhle’s FDR and the New Deal for Beginners. There will be many short readings throughout the semester and most will be available electronically through Course Reserves at the Adams Library web page.
Also check the wiki for assignments and readings - http://apprenticehistorians.wikispaces.com/
Requirements.
Read all materials carefully, especially those that may not be clear to you, prepare ‘talking points’ on many readings, and actively participate in class discussions.
Regular writing assignments will include talking points on the readings, short analysis of sources, outlines, a short (practice) historical essay on primary source material, library assignments, 4 or 5 research progress reports and an annotated bibliography.
Create your own personal blog on blogspot.com. You will use this to respond to a question about the class every week {by Sunday noon every week}. The blogs will be open to all students in the class and you will also use this as a place to post comments, ideas and questions about our journey.
Maintain, and bring to class, a folder of all your assignments, reports, reflections, talking points, notes on readings.
Maintain a separate notebook that will serve as your research log for the primary research project. I will be collecting this regularly once we get started on that project and it will be evaluated as part of your final grade.
The final project, which will proceed in increments throughout the semester, is a primary research paper of 14 double-spaced typed pages. This assignment will be the culmination of the skills, methods, and tools of historical inquiry that you acquire during the semester.
Please note that evaluation of this final assignment, and your work for the course as a whole, turns on the quality of the final paper as well as the staged assignments that are due throughout the semester. It is extremely important to complete these in a timely fashion as each new process depends on mastering or becoming comfortable with the previous set of skills and problems.
Talking Points. This is not a busy work assignment but one designed to teach you how to prepare for class each week, and to help you come prepared to participate confidently in our discussions. Further, this is not designed to improve your writing skills, but to improve your thinking skills. Please follow the format below. We will be modeling this format in our class discussions during the semester, so after a few weeks the concept of seeking an argument will be easier.
Your name Name of author
Subject or topic: What is this piece about? This can be a sentence or a list of topics, concepts, themes.
Authors Argument: 1-2 sentences — what is this author’s position on the topic? Be specific. “Oates argues that…” Note that even where there isn’t a thesis the focus and material itself often reveals the author’s position.
Notes: Use the rest of the page to pull out the issues raised in the article and to respond to them. These are not random selections but what the author considers important. It can be a bulleted list, or full sentences. Include any quotes that you found particularly interesting or confusing. What do YOU think about the issues raised in this text? How does this text connect to other texts or issues we have covered? How does it challenge or add to your previous ideas about this?
Points to raise in class: To prepare for class discussions, include at least one significant question or comment to share in class.
I WILL NOT ACCEPT ANY LATE TALKING POINTS—if you are absent, you forfeit the assignment. Talking Points are assessed based on your efforts to articulate your understanding and confusions (3- ,3,3+).
|| 1 point
Assessment
Short assignments & ‘talking points’ 15%First primary research paper 15%
Participation 20%
Final project (biblio, outline, first draft, revised paper,
research log, notes) 35%
Mid term examination 15%
[Note: A minimum course grade of C is required for students in the History/Social Studies Sec Ed. or El Ed. Programs.]
Class Participation
This part of your grade is based on the quality of your contributions to discussion and the caliber of your engagement in class activities. The following describes the expectations.
A You come to class prepared to discuss the materials, having read all the assigned readings, sometimes more than once, in order to understand the main thesis and arguments of the author. You energetically participate in class activities and share what you have learned from the readings as well as the problems or questions that they have raised for you. You frequently volunteer thoughtful and relevant ideas, respond during discussion and/or ask valuable questions during each class meeting. You are respectful of others and their ideas and make a concerted effort to improve the learning of all.
B You come to class prepared, having read most or all of the assigned materials for thesis and arguments. You occasionally volunteer information, respond during discussion, and/or ask questions during most or every class meeting. You participate in class activities and occasionally volunteer to share what you have learned from the readings as well as the problems they have raised for you. You personally respect others and make a concerted effort to improve the learning of some.
C You generally have read at least some, maybe most, of the assigned readings for class, although you do not offer much discussion about it. You may occasionally make a comment, ask a question, or respond during discussion. You participate in class activities and make an effort to improve your own learning.
D When you are present, you may occasionally make a comment, ask a question, or respond during discussion. You participate in class activities but show little effort in improving and neglect the learning experience of others.
F You are physically present. You rarely or never contribute to discussion. Your participation in class activities shows a lack of interest in the class and your peers.
Plagiarism
Any attempt to present someone else’s work as one’s own, on examinations, precis’, or essays constitutes plagiarism. In the academic world this is a high crime, analogous to theft, swindling and fraud. There are various forms of plagiarism of which the most common are word-for-word, patchwork, and unacknowledged paraphrase. Students found guilty of academic misconduct are subject to disciplinary sanctions and an F in the course. For more on plagiarism see http://www.ric.edu/adamslibrary/resources/faculty_resources/studenthandbk.html
Accommodations
If you have any special needs or problems such as learning disabilities or physical impairments that may interfere with your ability to learn and to succeed in this course, please talk to me and we can arrange reasonable accommodations.
Learning Outcomes
Upon successful completion of this course, students will know and be able to meet the following History Department Learning Outcomes and Professional Standards: History Dept. Learning Outcomes, 1-9, Rhode Island Beginning Teacher Standards 1.1 - 1.3, 2.1 - 2.7, 8.1 - 8.2, 10.1 - 10.4; and National Council for the Social Studies Standards 1.1 - 1.9, 2.1.1 – 2.1.8. Students must submit the final course writing assignment as part of their portfolio.